Character development among Ugandan youth: A person-specific approach.
Saved in:
| Title: | Character development among Ugandan youth: A person-specific approach. |
|---|---|
| Authors: | Abbasi-Asl, Roya (AUTHOR), Yu, Dian (AUTHOR), Tirrell, Jonathan M. (AUTHOR), Keces, Natasha (AUTHOR), Dowling, Elizabeth M. (AUTHOR), Hasse, Alexa (AUTHOR), Mackin, Margaret (AUTHOR), Olander, Kirstin (AUTHOR), Douglas, Kiana (AUTHOR), Kibbedi, Patience (AUTHOR), Wanyama, Jane (AUTHOR), Sim, Alistair (AUTHOR), Lerner, Jacqueline V. (AUTHOR), Lerner, Richard M. (AUTHOR) |
| Source: | Journal of Moral Education. Dec2025, Vol. 54 Issue 4, p570-602. 33p. |
| Subjects: | Youth development, Longitudinal method, Personality development, Self-perception, Individual differences, Sub-Saharan Africans, Personality |
| Geographic Terms: | Uganda |
| Abstract: | Person-specific and variable-focused assessments represent two distinct approaches to research, each offering valuable insights from different standpoints. However, the focus of character studies has mostly been on variable-focused assessments that measure between-person differences, leaving the specific trajectories of character development and the relation among character constructs at the within-person level unexplored. In this article, we studied youth character development and the relation among character constructs at both the between- and within-person levels using an intensive longitudinal data set from the Compassion International (CI) Study of Positive Youth Development in Uganda. Participants were 200 CI-enrolled youth (49.5% female, Mage = 12.13, SDage = 2.19) who completed a survey of character constructs across 15 weeks. Results showed that although between-person level findings were consistent with previous variable-focused studies, within-person findings supported the specificity and heterogeneity in character development and of the relation among character constructs. We discuss implications regarding the usefulness and necessity of person-specific assessment for character education and development programs. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Moral Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Person-specific and variable-focused assessments represent two distinct approaches to research, each offering valuable insights from different standpoints. However, the focus of character studies has mostly been on variable-focused assessments that measure between-person differences, leaving the specific trajectories of character development and the relation among character constructs at the within-person level unexplored. In this article, we studied youth character development and the relation among character constructs at both the between- and within-person levels using an intensive longitudinal data set from the Compassion International (CI) Study of Positive Youth Development in Uganda. Participants were 200 CI-enrolled youth (49.5% female, Mage = 12.13, SDage = 2.19) who completed a survey of character constructs across 15 weeks. Results showed that although between-person level findings were consistent with previous variable-focused studies, within-person findings supported the specificity and heterogeneity in character development and of the relation among character constructs. We discuss implications regarding the usefulness and necessity of person-specific assessment for character education and development programs. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 03057240 |
| DOI: | 10.1080/03057240.2025.2454737 |
